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This study investigates whether indirect corrective feedback is effective o n students’ writing  accuracy and whether there is any interaction between corrective feedback and students’ levels of  grammatical sensitivity. A quasi-factorial design was adopted for this research. The subjects of the  study were fourth-semester students of English Department, at a State University in Malang, selected  randomly. The experimental group was treated with indirect corrective feedback and the control  group with direct corrective feedback. A parametric statistical test, ANCOVA, was used to test the  hypotheses. The findings show that there was no statistical difference on writing accuracy between  the experimental and control groups. Yet, among students with a high level of grammatical  sensitivity, there was significant difference in writing accuracy between those given indirect and  direct corrective feedback. Further, there was no interaction between corrective feedback on writing  accuracy and students’ levels of grammatical sensitivity. However, indirect corrective feedback  improved students’ writi ng accuracy better than direct corrective feedback.

CORRECTIVE FEEDBACK AND WRITING ACCURACY OF STUDENTS ACROSS DIFFERENT LEVELS OF GRAMMATICAL SENSITIVITY